• Psychiatry investigation
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• v.15 no.11
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• pp.1053-1063
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• 2018

Objective This study evaluated the psychometric properties of the Korean Anxiety Screening Assessment (K-ANX) developed for screening anxiety disorders. Methods Data from 613 participants were analyzed. The K-ANX was evaluated for reliability using Cronbach's alpha, item-total correlation, and test information curve, and for validity using focus group interviews, factor analysis, correlational analysis, and item characteristics based on item response theory (IRT). The diagnostic sensitivity and specificity of the K-ANX were compared with those of the Beck Anxiety Inventory (BAI) and Generalized Anxiety Disorder 7-item scale (GAD-7). Results The K-ANX showed excellent internal consistency (${\alpha}=0.97$) and item-total coefficients (0.92-0.97), and a one-factor structure was suggested. All items were highly correlated with the total scores of the BAI, GAD-7, and Penn State Worry Questionnaire. IRT analysis indicated the K-ANX was most informative as a screening tool for anxiety disorders at the range between 0.8 and 1.6 (i.e., top 21.2 to 5.5 percentiles). Higher sensitivity (0.795) and specificity (0.937) for identifying anxiety disorders were observed in the K-ANX compared to the BAI and GAD-7. Conclusion The K-ANX is a reliable and valid measure to screen anxiety disorders in a Korean sample, with greater sensitivity and specificity than current measures of anxiety symptoms.

• Journal of Internet Computing and Services
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• v.10 no.5
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• pp.145-152
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• 2009

Applications such as study guides and adaptive tutoring must rely on a fine grained student model to tailor their interaction with the user. They are useful for Computer Adaptive Testing (CAT), for example, where the test items can be administered in order to maximize the information. I study how to design learner tailoring question process for recommendation. And this process can be applied the CAT and I use the formal language such as CSP in each process development for efficient process design. I use the item difficulty of item response theory for question recommendation process and learner can choice the difficulty step for learning change to control the difficulty of question in next learning. Finally, this method displayed the structural difference to compare between existent and this process.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.122-131
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• 2002

Recently, performance assessment that makes growing use of free response items in a large scale assessment has been emphasized. This study is an empirical examination of the effectiveness of free response items in comparison with multiple choice items. Using the information function in Item Response Theory (IRT) framework, item information of free response items and multiple-choice items from the Third International Mathematics and Science Study-Repeat (TlMSS-R) were obtained. Test information of the whole science area as well as each area of science contents was computed. On average, free response items yielded more information than multiple choice items, especially in earth science, physics, chemistry, and life science. This study also showed that free response items were appropriate for students in high science ability. Also, free response items estimated students' science ability more accurately than multiple choice items with smaller number of free response items.

• The Journal of Korean Association of Computer Education
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• v.10 no.3
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• pp.1-8
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• 2007

In this paper, we introduce a new measure called surprisal that estimates the informativeness of transactional instances and attributes in the item response dataset and improve the quality of association rules. In order to this, we set artificial dataset and eliminate noisy and uninformative data using the surprisal first, and then generate association rules between items. And we compare the association rules from the dataset after surprisal-based pruning with support-based pruning and original dataset unpruned. Experimental result that the surprisal-based pruning improves quality of association rules in question item response datasets significantly.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.387-401
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• 2004

The recent international comparative studies such as PISA(Program for International Student Assessment) and TIMSS-R(Third International Mathematics and Science Study-Repeat) provide results of relative mathematics achievement of participating countries. The purpose of this paper is to compare the mathematics results of PISA and TIMSS-R. To make PISA and TIMSS-R results comparable, they were standardized. The close investigation of these standardized results reveals that the two Asian countries(Korea and Japan) and several English speaking countries have the commonality in mathematics achievement. Thus this study looks for patterns and similarities within a group of Asian countries(Korea and Japan) and Western countries(the U.S and Australia) by in-depth analysis of PISA mathematics achievement based on item response theory. As a result, it was noted that Western countries tend to perform well on open constructed items and are likely to perform better when an item involves less formal mathematics. On the other hand, Asian countries perform well when an item involves numeric or algebraic computation related to curriculum-based content, but they are relative poor at an item calls for verbal explanations or interpretations of graphs.

• Physical Therapy Korea
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• v.21 no.4
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• pp.56-66
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• 2014

For maintaining adequate psychometric properties when reducing the number of items from an instrument, item level psychometrics is crucial. Strategies such as low item correlation or factor loadings, using classical test theory, have traditionally been advocated. The purpose of this study is to describe the development of a new short form assessing the impact of low back pain on physical activity. Rasch measurement model has been applied to the International Classification of Functioning, Disability and Health Activity Measure (ICF-AM). One hundred and one individuals with low back pain aged 19-89 years (mean age: $48.1{\pm}17.3$) who live in the community were participated in the study. Twenty-seven items of lifting/carrying construct of the ICF-AM were analyzed. Ten items were selected from the construct to create a short form. Item elimination criteria include: 1) high or low mean square (out of the range: .6-1.4 for the fit statistics), 2) similar item calibrations to adjacent items, 3) person separation value, and item-person map for potential gap in person ability continuum. All 10 items of the short form fit to the Rasch model except one item (i.e., carrying toddler on back). Despite its high infit and outfit statistics (1.90/2.17), the item had to be reinstated due to potential gaps at the upper extreme of person ability level. The short form had a slightly better spread of person ability continuum compared to the entire set of item. The created short form separated individuals with low back pain into nearly 4 groups, while the entire set of items separated the individuals into 6 groups. The findings prompted multidimensional models for better explanation of the lifting/carrying domain. The item level psychometrics based on the Rasch model can be useful in developing short forms with rationally retained items.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.519-531
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• 2004

In recent years, there has been an increased emphasis on performance assessment to evaluate students' abilities. Our nation has introduced a change in testing and assessment. Additional work on the efficacy, reliability, and comparability in order to develop the performance assessment item has been needed in the enforcement of the 7th National Science Curriculum. Also, criteria for professional and technical standards has been needed to be developed. The purpose of this study was to draw out various key concepts and to develop achievement standards, assessment standards and performance assessment items based on the 7th National Science Curriculum on the subject matter of reproduction(chapter 13) and biological accumulation(chapter 17). And also, this study examined the validity of completed performance assessment items based on classical test theory and polytomous item response theory. Twelve key concepts in chapter 13(reproduction) and four from chapter 17(biological accumulation) were abstracted. Twenty-six achievement standards in chapter 13(reproduction), and nine in chapter 17(biological accumulation) were developed. The achievement standards were determined in terms of knowledge(K), process skill(P) and attitude(A). Twenty-five assessment standards in chapter 13(reproduction) and nine in chapter 17(biological accumulation) were developed. Based on the developed achievement standards and assessment standards, twenty-two performance assessment items(seventeen open-ended questions, three essays, and two portfolios) with concrete grading criteria were developed. Eight open-ended items were applied to 240 10th graders to evaluate reliabilities of the test which consisted of four items per each chapter. The results would be suggested that the applied items were valid for performance assessment because item difficulties and item discriminations were proper. There was not much differences in item discrimination between interpretation from classical test theory and that from polytomous item response theory. However, there were some differences in item difficulties between the interpretations of two theories because the characteristics of examinees were reflected in classical test theory.

• Journal of Korean Academy of Nursing
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• v.45 no.1
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• pp.107-117
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• 2015

Purpose: The purpose of this study was to evaluate the psychometric properties of the Korean version of the Alzheimer's Disease Knowledge Scale (ADKS-K) to determine its applicability to Korean adults. Methods: Cross-cultural validity was performed according to Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN). The Kuder-Richardson Formula 20 for internal consistency and Intraclass Correlation Coefficient (ICC) for test-retest reliability were conducted. Content validity, criterion related validity and construct validity were evaluated. The Classical Test Theory (CTT) model and the Item Response Theory (IRT) model were applied in performing the item analysis. Results: The KR 20 was .71, and the ICC was .90, indicating that the ADKS-K has internal consistency and stability reliability. Thirty items of the ADKS-K had significant Content Validity Ratio (CVR) values, i.e., mean of 0.82 and range of 0.60~1.00. Mean item difficulty and discrimination indices calculated by TestAn program were 0.63 and 0.23, respectively. Mean item difficulty and discrimination indices calculated by BayesiAn program were -0.60 and 0.77, respectively. These tests indicate that ADKS-K has an acceptable level of difficulty and discriminating efficiency. Conclusion: Results suggest that ADKS-K has the potential to be a proper instrument for assessing AD knowledge in Korean adults.

• The Korean Journal of Elementary Counseling
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• v.9 no.2
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• pp.143-162
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• 2010

The purpose of this study is to construct Parent Attachment Scale for Children. Adapting the item consisting method used in Experiences in Close Relationships-Revised(ECR-R), Parent Attachment Scale for Children was constructed to measure child's attachment style with their parent, reliably and validly. Also, reliability and item trait informations based on item response theory were reviewed. First preliminary items were derived from the original items of ECR-R and existing Attachment Inventories. These items were modified and complemented to be easier and keep the original meaning of each item. Second preliminary items were administrated to 4~6th grades students(N=576). Finally, Parent Attachment Scale for Children were consisted with 30 items based on two-parameter graded response model. Internal consistency ranges of the scales of Parent Attachment Scale for Children are as follows : Avoidance scale is .94~.96; Anxiety scale is .85~.88. Test-retest reliability ranges are as follows; Avoidance scale is .71~.80; Anxiety scale is .53~.68. Item discrimination and item information value were within an appropriated range. Hierarchical cluster analysis with Ward's Method revealed four types of attachment style : Secure, Dismissing, Preoccupied, Fearful. Other implications and limitations of this study were discussed.

• Journal of Korean Academy of Nursing
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• v.46 no.1
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• pp.109-117
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• 2016

Purpose: The aim of this study was to develop a Korean version of Night Eating Questionnaire (KNEQ) and test its psychometric properties and evaluate items according to item response theory. Methods: The 14-item NEQ as a measure of severity of the night eating syndrome was translated into Korean, and then this KNEQ was evaluated. A total of 1171 participants aged 20 to 50 completed the KNEQ on the Internet. To test reliability and validity, Cronbach's alpha, correlation, simple regression, and factor analysis were used. Each item was analyzed according to Rasch-Andrich rating scale model and item difficulty, discrimination, infit/outfit, and point measure correlation were evaluated. Results: Construct validity was evident. Cronbach's alpha was .78. The items of evening hyperphagia and nocturnal ingestion showed high ability in discriminating people with night eating syndrome, while items of morning anorexia and mood/sleep provided relatively little information. The results of item analysis showed that item2 and item7 needed to be revised to improve the reliability of KNEQ. Conclusion: KNEQ is an appropriate instrument to measure severity of night eating syndrome with good validity and reliability. However, further studies are needed to find cut-off scores to screen persons with night eating syndrome.